Day: May 15, 2020

5 Tips for Working on Group Projects

A group project is an ideal opportunity to sharpen your problem-solving and team-building techniques.

A group project is an ideal opportunity to sharpen your problem-solving and team-building techniques, which are important skills you’ll need throughout your career. In a survey by the National Association of Colleges and Employers, 82 percent of employers said that the ability to work well with a team was one of the most highly-valued qualities in an employee.

While group work is an important part of your learning experience and professional development in college, it can sometimes be a source of stress and anxiety. Working in a team isn’t always easy, especially when those in your group have different schedules or working styles than your own.

But don’t get discouraged! With the right approach, you can set your group up for success and take away valuable lessons for your career.

Follow these five steps for an effective and productive group project:

1. Have a kickoff meeting

The first meeting is an opportunity to get to know your fellow team members, brainstorm ideas and create a plan for the project. For example:

  • Does your group want to appoint a group leader?
  • How often will the group meet?
  • Will you work independently for some parts of the project, or will all tasks be a group effort?

It’s important to set these expectations up front so that you are all on the same page before getting to work. As you discuss each of these questions, be sure to find solutions that work well for everyone.

You’ll want to create an open dialogue around important decisions so every team member feels comfortable voicing ideas or concerns. Be open to others’ suggestions and come to an agreement together.

2. Establish deadlines and responsibilities

After you’ve introduced yourselves and discussed project parameters, determine responsibilities for each member of your group. Make sure that each member has an important role in each phase of the project, from research to writing to the final presentation. Let your team members volunteer for the parts of the assignment that they find most interesting. This way, they will be more engaged in the project and likely more productive as a result.

Next, figure out deadlines for each phase of the project. Work backward from the final due date to set timelines for each task. For example, you will need to complete the research component of the assignment at least a few weeks prior to the final due date.

3. Schedule regular meetups

These meetings could be virtual, via a video conferencing app, or in-person, depending on what works best for your group. Have an agenda, or a list of items to discuss, for each meeting. This helps your team stay focused and ensures that no one is left out of the loop of communication. This is also a good time to check in on project status and see if you’re on track to meet the deadlines you set in the initial meeting.

There are also a variety of tools you can use to collaborate with your group outside of these meetings. Google Docs and Google Slides are free, online, cloud-based applications that allow you to share documents and presentations with your group via a custom link. These tools make it easy for your group to work together in real time, even if you aren’t able to be in the same room.

4. Be a team player

You must keep in mind that this is a group project and an effort on behalf of everyone, not just you. That means everyone should have an important role to play and an effort should be made to make sure all members are working together.

That’s why it’s important to establish clear lines of communication, determine responsibilities and set expectations at the beginning of the project. If you find that members of your group aren’t abiding by the guidelines you’ve agreed upon, it’s OK to let them know. Which brings us to our final point…

5. Hold everyone accountable

Perhaps one of the more difficult aspects of working with a team is the possibility of a confrontation, especially when people aren’t pulling their weight or there are disagreements about how to approach the project.

Try to find a balance between being kind and being firm when issues come up. Coming off too harsh will do absolutely nothing but harm your group’s motivation, but being too easy won’t help the project stay on schedule. Holding others accountable is a very important part of working as a team, so don’t be afraid to ask for help or call attention to a problem. Sometimes, it’s the only way to get the work done right, and that’s what you’re all there to do.

A study by Google researchers found that trust and communication were the most important factors to a team’s success. By following these steps, you can learn how to create a productive team environment and positive project outcomes. While disagreements might occur, being honest, upfront and respectful in your communication with other team members will help you be successful in resolving any issues. Good luck!

Analysis and Evaluation next phase for OIL

The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.

We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.

Brainstorm of ideas for the next phase of evaluation
1. Which modules from phase one do we need to test for usability?

  • Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testing and not part of the research project.
  • Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
  • NZ Information Sources

    • – review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.

2. Which modules to be investigated as part of the research project?
Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.

  • Science report – as above.
  • Essay writing

    • – M wishes to customise this module for a foundation course.

  • Digital Information Literacy

    • – expert review & consultation – FLNW** conference visitors – this module and others.

  • Maori & Pasifika

    • – expert review & consultation – ongoing consultation

  • Ethics – expert review & consultation – copyright expert

  • Searching – expert review
  • Evaluation – expert review
  • Springboard (introduction to IL) module – expert review

Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.

  • Expert review will also be obtained re ANZIIL standards.
  • Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.

Methods for disseminating modules

  • Add OIL link to institutional websites
  • Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
  • Google not picking up site.
  • ITPNZ, DEANZ, FLLinNZ, eLearning Directors notified

**FLNW = Future of Learning in a Networked World

Analysis and Evaluation next phase for OIL

The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.

We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.

Brainstorm of ideas for the next phase of evaluation
1. Which modules from phase one do we need to test for usability?

  • Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testing and not part of the research project.
  • Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
  • NZ Information Sources

    • – review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.

2. Which modules to be investigated as part of the research project?
Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.

  • Science report – as above.
  • Essay writing

    • – M wishes to customise this module for a foundation course.

  • Digital Information Literacy

    • – expert review & consultation – FLNW** conference visitors – this module and others.

  • Maori & Pasifika

    • – expert review & consultation – ongoing consultation

  • Ethics – expert review & consultation – copyright expert

  • Searching – expert review
  • Evaluation – expert review
  • Springboard (introduction to IL) module – expert review

Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.

  • Expert review will also be obtained re ANZIIL standards.
  • Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.

Methods for disseminating modules

  • Add OIL link to institutional websites
  • Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
  • Google not picking up site.
  • ITPNZ, DEANZ, FLLinNZ, eLearning Directors notified

**FLNW = Future of Learning in a Networked World

How to Ask for Professional References

The best way to ask for a reference is to be gracious, understanding of their time and straight to the point. Here are three tips.

Employers have tough decisions to make when hiring for their open positions. There might be several candidates who are well-qualified on paper, and it can be difficult to determine who is the best fit for the job.

One sure-fire way to differentiate yourself is to have strong references – people who can speak to your work ethic, professional skills, and the qualities that make you a good employee. In some cases, your professional references can make or break your chances of being hired, or help you stand out from other candidates who interviewed similarly.

According to a study by the Society of Human Resources Management (SHRM), more than eight out of 10 human resource professionals regularly check a candidate’s references. Speaking to a former supervisor or employer helps hiring managers gain better insight into your skills, experience, and your qualifications for the role.

Not sure how to approach a potential reference or what to ask for? We have all the tips you need to secure solid references and land the job:

Tips for Asking for References:

1. Who to ask:

Your references should be people who have worked with you directly and recently (within the last 7 years). It’s also important that you have a good professional relationship with the references you list. You want that person to be able to speak to your strengths in a confident way and advocate for you, if needed. For recent graduates, examples of who to ask include (in order of importance): current or past supervisors or managers, professors, coaches, and co-workers.

Occasionally, an employer might ask for a personal reference, such as a family member or friend. In this case, the employer is looking for someone who can speak more about your character and personality than your professional qualifications. Employers will usually specify if they are looking for a personal reference; otherwise, provide professional references. It’s a good idea to have 3-5 solid professional references ready to go in case you are asked during an interview or the application process.

2. How to ask:

The best way to ask for a reference is to be gracious and understanding of their time, as well as straight to the point. 

“I’ve sincerely enjoyed my experience working for you and have learned so much. Would you be willing to be a professional reference for me throughout my job search process?”

Once your references accept, make sure to keep them up to speed on your career situation. Let them know when you are looking and applying for jobs; they might be able to network for you and help you make connections. Let them know when you are interviewing and when they might expect to receive a phone call or email from your prospective employer. You don’t want your reference to be caught off guard when they receive the call. It puts your reference in an uncomfortable situation and reflects poorly on you and your planning.

Always thank your reference after they have spoken on your behalf and update them on whether you were offered the position. Always offer to return the favor for them as well, if they should ever need you.

Establishing good professional relationships is important and will make it easier for you to ask for references down the road. Stay in contact with your references, and don’t just reach out when you need something from them. Check in from time to time to see how they are doing, wish them a happy holiday or birthday, or share a recent article or best practice. Having a mutually beneficial relationship means you will have a reference for life!

3. What to ask for:

It’s a good idea to prepare your references beforehand. Let them know what kind of position you are applying for and what was discussed in the interview. You can even jog their memory of successful projects you worked on together, or instances when you were able to generate good results. This will help them tailor the conversation to highlight your skills and achievements most relevant to the position. For example, you could say: 

“When asked about my ability to work on a team, can you bring up how I worked with Jenny and Rick to pioneer the new app technology and took the lead on marketing initiatives that drove membership through the roof?”

Giving your references a few talking points beforehand will make it much easier for them to speak on your behalf.

Bonus Tip: Using your references to your advantage

There are other ways to leverage professional references. Written evaluations of your work or letters of recommendation can help you develop language around your skills and accomplishments on your resume or cover letter, in a networking situation, or during an interview.

For example, if on your quarterly evaluation, your supervisor indicated that you excelled in sales, you can include this accomplishment on your resume by saying something like:

“Recognized by the regional director for excellence in sales during 3rd quarter, increasing profitability by 20%.”

You can also submit letters of recommendation along with your application materials, or after an interview to showcase your proven ability to perform well in the job, especially if the market is super competitive.

When it comes to choosing good references and asking for a reference, Herzing’s Career Development Team is always here for you! You can reach us at careerdevelopment@herzing.edu or by calling (866) 508-0748 x240.

5 Tips for Improving Your Typing Speed & Accuracy

Knowing the placement of your computer keyboard is fastly becoming a standard skill. Here are five tips to keep you up to speed on your keyboard skills.

Most, if not all, careers involve some computer-based work and require strong typing skills. Information technology professionals, for example, must be efficient typists in order to write code for computer and software programs. Accuracy is equally as important as speed, as a simple typo could result in a system-wide error.

In today’s technology-driven world, students and young adults become familiar with computers at an early age. Some schools have stopped teaching typing altogether, assuming students already possess the skills necessary to be successful in the modern workplace, according to an article in MIT’s Technology Review.

However, without proper training and practice, many individuals resort to hunt-and-peck typing, or looking down at the keyboard to select the right keys one-by-one. Mobile technology, such as tablets and smartphones, have also increased reliance on hunt-and-peck strategies.

The preferred typing method is known as touch-type, or typing without looking at the screen. This is much more efficient than hunt-and-peck; the average person types at an average of 40 words per minute, but a person who relies on the touch-type method can exceed 75 words per minute, allowing them to complete their work much more quickly and with minimal errors.

As you prepare to enter the workforce, here are some pointers to improve your own typing skills:

1.) Use the correct starting position

When practicing your typing skills, it’s important to use proper hand placement. To start, keep your fingers positioned over the home row keys (left hand over the A, S, D, and F keys, and the right hand over the J, K, L, and ; keys), with your thumbs hovering over the space bar. From here, you can move your fingers slightly to reach neighboring keys. Your hands should always return this starting position.

These conventions are meant to help you familiarize yourself with the keyboard. As you become more experienced, you can experiment with different variations of this starting position to find the placement that is most comfortable and natural for you.

2.) Don’t look down your hands

Instead of looking down at your hands, focus on your screen. This can be difficult at first, especially if you have not yet mastered the exact placement of the keys. However, looking at the screen will help improve your accuracy because you will be able to catch your typos as they occur. You’ll also begin to memorize the placement of the keys, so you’ll be able to type more quickly as you practice.

3.) Maintain good posture

Sitting in an upright position is going to make it easier to type faster. If you are used to slouching in your chair or working from the couch, try moving to a straight-backed chair or working at your desk.

4.) Find a comfortable position for your hands

The wrong hand placement can make it uncomfortable to type for extended periods of time. The space bar of your keyboard should be centered with your body, so that you are not reading your screen or typing from an angle. As you type, rest your elbows on the table and keep your wrists slightly elevated. You should never bend or angle your wrists dramatically.

5.) Practice!

Nothing is mastered overnight, and in order to really improve your typing accuracy and speed, you need to practice every day. There are many websites that offer free typing skills tests and practice, such as Typing Academy, TypingClub and How To Type. It’s important to take your time with these typing exercises and assessments. Attempting to rush through them will only result in more errors at first. Trust that your speed will improve naturally as you become more familiar with the keyboard.

Improving your typing skills will not only make your student life much easier, it will benefit you in your future career as well. It might take a lot of practice to see improvement, but don’t give up. You’ll be typing like a pro in no time!

Analysis and Evaluation next phase for OIL

The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.

We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.

Brainstorm of ideas for the next phase of evaluation
1. Which modules from phase one do we need to test for usability?

  • Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testing and not part of the research project.
  • Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
  • NZ Information Sources

    • – review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.

2. Which modules to be investigated as part of the research project?
Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.

  • Science report – as above.
  • Essay writing

    • – M wishes to customise this module for a foundation course.

  • Digital Information Literacy

    • – expert review & consultation – FLNW** conference visitors – this module and others.

  • Maori & Pasifika

    • – expert review & consultation – ongoing consultation

  • Ethics – expert review & consultation – copyright expert

  • Searching – expert review
  • Evaluation – expert review
  • Springboard (introduction to IL) module – expert review

Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.

  • Expert review will also be obtained re ANZIIL standards.
  • Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.

Methods for disseminating modules

  • Add OIL link to institutional websites
  • Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
  • Google not picking up site.
  • ITPNZ, DEANZ, FLLinNZ, eLearning Directors notified

**FLNW = Future of Learning in a Networked World

Analysis and Evaluation next phase for OIL

The next phase for the Analysis and Evaluation Group for OIL (online information literacy) eCDF project was brainstormed today.

We did this after we finished the second presentation to research forums at both the polytechnic and the university (21 August and 24 August) to inform people about the evaluation processes which have taken place over the first year of the project. In particular, the presentations were to inform audiences about the findings of the research evaluation project – Real use research evaluation of an online essay writing module: In formation literacy eLearning modules project. The audiences at both venues were relatively small with approximately 15 at each event.

Brainstorm of ideas for the next phase of evaluation
1. Which modules from phase one do we need to test for usability?

  • Business report – scheduled for 1 September 0800 – 1000 in computer lab H517. M and I and myself plus D has volunteered to help as well. This could be usability testing and not part of the research project.
  • Science report – will not be used in class this year, but could be randomly used by second year students if they are referred to it by their lecturer. R wants to customise the module for first year students using the online editor. Then integrate it in the first year biology course in 2007. This would be ideal for the research project. Also D to get Rosemary to review the module for the Science Investigation – expert review.
  • NZ Information Sources

    • – review Leitesha and Joseph modules, also review modules with Learning Centre students and staff at university and polytechnic – usability testing.

2. Which modules to be investigated as part of the research project?
Depending on the research design, expert review and use of the online editor for customisation could be incorporated in the research. Also real use with students in class and critique of the modules by users early October). Observation, focus group interviews (record and transcribe) and questionnaire testing of usability will still be used as methods for collecting data when in real use. Also a feedback blog could be set up for participants to add their feedback. Staff who participate in customisation of the modules would be asked to keep a log of the process, and be interviewed in a focus group. This would comprise case study research.

  • Science report – as above.
  • Essay writing

    • – M wishes to customise this module for a foundation course.

  • Digital Information Literacy

    • – expert review & consultation – FLNW** conference visitors – this module and others.

  • Maori & Pasifika

    • – expert review & consultation – ongoing consultation

  • Ethics – expert review & consultation – copyright expert

  • Searching – expert review
  • Evaluation – expert review
  • Springboard (introduction to IL) module – expert review

Need to make modifications to the questionnaire (remove irrelevant features), information sheet and consent form. Also the feedback sheet on the OIL website needs to be modified to collect feedback. If we add an information sheet and include the consent on the questionnaire, then people critiquing the modules of the OIL site could be included in the research project.

  • Expert review will also be obtained re ANZIIL standards.
  • Notify college research office about changes in methodology – information sheet, consent form, questionnaire, research design.

Methods for disseminating modules

  • Add OIL link to institutional websites
  • Training in online editor – introduce mid-September with Terry Stewart eCDF project – inhouse group training first from 4 September when usernames and passwords issued.
  • Google not picking up site.
  • ITPNZ, DEANZ, FLLinNZ, eLearning Directors notified

**FLNW = Future of Learning in a Networked World

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Managing the digital classroom – Getting students\’ attention

Competing with a computer or mobile screen for students\’ attention can be a challenge at best and at worst extremely frustrating. In this posting I will share some techniques and approaches for dealing with these problems.



Ban devices

  • Obviously this is the simplest way to deal with the problem, however, banning devices in class can be hard to enforce especially with teen students and older. It will also become harder as more technology becomes wearable, and particularly with adult classes, this approach could border on the insulting. 
  • Banning devices in the classroom also deprives us and our students of the opportunity to develop responsible approaches to using these devices and robs students of the opportunity to develop their digital literacy skills and exploit the genuine benefits that technology in the classroom can bring.


Turn off the device

  • This is much less extreme than banning devices from the class and can be part of a strategy for more responsible use of devices. Have parts of a lesson or even complete lessons when you ask students to turn off their device. 
  • In this way the devices can be available when we need them and we can start to build a more responsible though very controlled approach to the use of technology. This becomes more difficult with computers which take much longer to boot up.


Motivational reward

  • You can use mobile or computer use as a motivational tool by giving students a break when they have been working well and allowing them a few minutes to use their mobile device or computer freely. 
  • This isn\’t to say that you don\’t also use them as part of the lesson, but just giving students a short break to check their email or social media can help top reduce their anxiety levels. Remember that many more digitally connected people now have parallel virtual lives happening along side their physical life.


Turn off the screen

  • If you have students sitting with a computer screen screen in front of them in a more old fashioned computer room with desktop computers then you can ask them just to turn off the screen when you want their attention. Then they can quite easily turn it back on again when you are ready to get them working again.


Go to the home screen

  • Rather than turning the screen off, you can also get students to go to the home screen on the computer or device, until you are ready for them to go back to work.


Turn over

  • In the case of tablets or mobile phones an easy solution when you want students\’ attention is simply to ask them to turn their device over on the desk so the screen is facing downwards. Then as soon as you are ready for them to get back to work they can turn it over again.


Reinforce instructions

  • You can use the devices with a backchannel tool like TodaysMeet to reinforce your instructions. As soon as you have given instructions verbally you can add them to the backchannel and then students also have them to refer back to during the activity.
  • This can also help them to stay on task and interact with you and each other while they work.


Reduce teacher directed learning

  • Think about how you can reduce teacher directed learning and point students towards web based materials where they can learn for themselves. 
  • You can use the backchannel tool like TodaysMeet to share links to the materials you want them to investigate. This could be text video or audio materials that you have created yourself or that you have discovered. You can point different groups of students towards different materials sources and then get them to share and compare what they have learned together.
  • This approach makes much better use of the technology and helps your students to develop as more autonomous learners. It also demands more from them as critical thinkers and researchers and helps to develop the kinds of real life digital literacy skills they will need. 
  • This approach also has benefits for you as a teacher. It takes the spotlight off you and gives you The opportunity to get up close to the students, to monitor what they are doing and steer weaker students in the right direction. 

Controlling the device

  • Teach students how to control not be controlled by their mobile device. Many mobile apps are designed to be attention needy. They constantly flash up notifications through messages and sounds which attempt to engage the owner’s  attention. Teach your students how to switch off these attention grabbing alerts so that they can control when they decide to check messages.


Keep doing it
Whichever of these techniques you use, the important thing is to be consistent and persistent. You have to train your students to adopt the kind of responsible behaviour towards their device that you want in your classroom. This isn’t going to happen instantly. You’ll need to stick with it.

Please feel free to share any suggestions or techniques you have for helping to manage a digital classroom.

Related links:

    https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

    Managing the digital classroom – Getting students\’ attention

    Competing with a computer or mobile screen for students\’ attention can be a challenge at best and at worst extremely frustrating. In this posting I will share some techniques and approaches for dealing with these problems.



    Ban devices

    • Obviously this is the simplest way to deal with the problem, however, banning devices in class can be hard to enforce especially with teen students and older. It will also become harder as more technology becomes wearable, and particularly with adult classes, this approach could border on the insulting. 
    • Banning devices in the classroom also deprives us and our students of the opportunity to develop responsible approaches to using these devices and robs students of the opportunity to develop their digital literacy skills and exploit the genuine benefits that technology in the classroom can bring.


    Turn off the device

    • This is much less extreme than banning devices from the class and can be part of a strategy for more responsible use of devices. Have parts of a lesson or even complete lessons when you ask students to turn off their device. 
    • In this way the devices can be available when we need them and we can start to build a more responsible though very controlled approach to the use of technology. This becomes more difficult with computers which take much longer to boot up.


    Motivational reward

    • You can use mobile or computer use as a motivational tool by giving students a break when they have been working well and allowing them a few minutes to use their mobile device or computer freely. 
    • This isn\’t to say that you don\’t also use them as part of the lesson, but just giving students a short break to check their email or social media can help top reduce their anxiety levels. Remember that many more digitally connected people now have parallel virtual lives happening along side their physical life.


    Turn off the screen

    • If you have students sitting with a computer screen screen in front of them in a more old fashioned computer room with desktop computers then you can ask them just to turn off the screen when you want their attention. Then they can quite easily turn it back on again when you are ready to get them working again.


    Go to the home screen

    • Rather than turning the screen off, you can also get students to go to the home screen on the computer or device, until you are ready for them to go back to work.


    Turn over

    • In the case of tablets or mobile phones an easy solution when you want students\’ attention is simply to ask them to turn their device over on the desk so the screen is facing downwards. Then as soon as you are ready for them to get back to work they can turn it over again.


    Reinforce instructions

    • You can use the devices with a backchannel tool like TodaysMeet to reinforce your instructions. As soon as you have given instructions verbally you can add them to the backchannel and then students also have them to refer back to during the activity.
    • This can also help them to stay on task and interact with you and each other while they work.


    Reduce teacher directed learning

    • Think about how you can reduce teacher directed learning and point students towards web based materials where they can learn for themselves. 
    • You can use the backchannel tool like TodaysMeet to share links to the materials you want them to investigate. This could be text video or audio materials that you have created yourself or that you have discovered. You can point different groups of students towards different materials sources and then get them to share and compare what they have learned together.
    • This approach makes much better use of the technology and helps your students to develop as more autonomous learners. It also demands more from them as critical thinkers and researchers and helps to develop the kinds of real life digital literacy skills they will need. 
    • This approach also has benefits for you as a teacher. It takes the spotlight off you and gives you The opportunity to get up close to the students, to monitor what they are doing and steer weaker students in the right direction. 

    Controlling the device

    • Teach students how to control not be controlled by their mobile device. Many mobile apps are designed to be attention needy. They constantly flash up notifications through messages and sounds which attempt to engage the owner’s  attention. Teach your students how to switch off these attention grabbing alerts so that they can control when they decide to check messages.


    Keep doing it
    Whichever of these techniques you use, the important thing is to be consistent and persistent. You have to train your students to adopt the kind of responsible behaviour towards their device that you want in your classroom. This isn’t going to happen instantly. You’ll need to stick with it.

    Please feel free to share any suggestions or techniques you have for helping to manage a digital classroom.

    Related links:

      https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

      Managing the digital classroom – Getting students\’ attention

      Competing with a computer or mobile screen for students\’ attention can be a challenge at best and at worst extremely frustrating. In this posting I will share some techniques and approaches for dealing with these problems.



      Ban devices

      • Obviously this is the simplest way to deal with the problem, however, banning devices in class can be hard to enforce especially with teen students and older. It will also become harder as more technology becomes wearable, and particularly with adult classes, this approach could border on the insulting. 
      • Banning devices in the classroom also deprives us and our students of the opportunity to develop responsible approaches to using these devices and robs students of the opportunity to develop their digital literacy skills and exploit the genuine benefits that technology in the classroom can bring.


      Turn off the device

      • This is much less extreme than banning devices from the class and can be part of a strategy for more responsible use of devices. Have parts of a lesson or even complete lessons when you ask students to turn off their device. 
      • In this way the devices can be available when we need them and we can start to build a more responsible though very controlled approach to the use of technology. This becomes more difficult with computers which take much longer to boot up.


      Motivational reward

      • You can use mobile or computer use as a motivational tool by giving students a break when they have been working well and allowing them a few minutes to use their mobile device or computer freely. 
      • This isn\’t to say that you don\’t also use them as part of the lesson, but just giving students a short break to check their email or social media can help top reduce their anxiety levels. Remember that many more digitally connected people now have parallel virtual lives happening along side their physical life.


      Turn off the screen

      • If you have students sitting with a computer screen screen in front of them in a more old fashioned computer room with desktop computers then you can ask them just to turn off the screen when you want their attention. Then they can quite easily turn it back on again when you are ready to get them working again.


      Go to the home screen

      • Rather than turning the screen off, you can also get students to go to the home screen on the computer or device, until you are ready for them to go back to work.


      Turn over

      • In the case of tablets or mobile phones an easy solution when you want students\’ attention is simply to ask them to turn their device over on the desk so the screen is facing downwards. Then as soon as you are ready for them to get back to work they can turn it over again.


      Reinforce instructions

      • You can use the devices with a backchannel tool like TodaysMeet to reinforce your instructions. As soon as you have given instructions verbally you can add them to the backchannel and then students also have them to refer back to during the activity.
      • This can also help them to stay on task and interact with you and each other while they work.


      Reduce teacher directed learning

      • Think about how you can reduce teacher directed learning and point students towards web based materials where they can learn for themselves. 
      • You can use the backchannel tool like TodaysMeet to share links to the materials you want them to investigate. This could be text video or audio materials that you have created yourself or that you have discovered. You can point different groups of students towards different materials sources and then get them to share and compare what they have learned together.
      • This approach makes much better use of the technology and helps your students to develop as more autonomous learners. It also demands more from them as critical thinkers and researchers and helps to develop the kinds of real life digital literacy skills they will need. 
      • This approach also has benefits for you as a teacher. It takes the spotlight off you and gives you The opportunity to get up close to the students, to monitor what they are doing and steer weaker students in the right direction. 

      Controlling the device

      • Teach students how to control not be controlled by their mobile device. Many mobile apps are designed to be attention needy. They constantly flash up notifications through messages and sounds which attempt to engage the owner’s  attention. Teach your students how to switch off these attention grabbing alerts so that they can control when they decide to check messages.


      Keep doing it
      Whichever of these techniques you use, the important thing is to be consistent and persistent. You have to train your students to adopt the kind of responsible behaviour towards their device that you want in your classroom. This isn’t going to happen instantly. You’ll need to stick with it.

      Please feel free to share any suggestions or techniques you have for helping to manage a digital classroom.

      Related links:

        https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1